special education teacher mission statement

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Special Education Mission Statement

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• O'Fallon C C School District 90

The mission of O'Fallon School District #90 is to provide the highest quality educational program in a safe and positive learning environment through which all children become responsible, productive citizens and life-long learners, equipped to make intelligent choices today and tomorrow.

As Special Educators, we are committed to identifying students who meet the federal and state criteria as a student with a disability requiring special education and to provide services that empower them to become active members of their school community based on their individual strengths and abilities. We believe that each child is a unique individual capable of learning.  We demonstrate and promote mutually respectful partnership between special education teachers, general education teachers, administration, support staff, parents and community members in order to meet the diverse academic, emotional, and social needs of each student.  We are committed to the continuous evaluation of our programs and services, in order to provide all students an appropriate and beneficial educational experience.

SPECIAL EDUCATION ADMINISTRATION

Tracie Bauer

[email protected]

618-632-3666  ext 7102

Laurin McWhorter

[email protected]

618-632-3666  ext 7108

Kara Dannenbrink

Special Services Secretary

[email protected]

618-632-3666  ext 7107

FAX NUMBER:  618-632-7864

Address 118 East Washington Street, O'Fallon, IL 62269

Phone (618) 632-3666

Fax (618) 632-7864

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ESY Information

ESY is scheduled to be held via a digital platform during the following dates:

Preschool: June 8-July 2

Elementary and Middle School: June 8-June 26

High School: June 8-July 10

Adult Transition Program: June 8-June 26

If you have not yet registered for ESY, please use the link below to register: 

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The Special Education Department is dedicated to ensuring that all students receive individualized services and supports in an inclusive culture to provide a future of limitless possibilities.

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Danielle Walker Director Special Education [email protected]

Brianne Umana Program Specialist 9th - 12th Grade Non-Public Schools Adult Transition Program [email protected] (626) 974-7000 ext. 800097

Heather Bowers   Program Specialist Preschool 6th-8th Grade [email protected] (626) 974-7000 ext. 800107

Treesja Thomas Program Specialist Special Education Student Services [email protected]

Christine Sadler Program Coordinator Deaf and Hard of Hearing [email protected] (626) 974-7000 ext. 825090

Carolyn Collins Educational Audiologist  [email protected] (626) 974-7000 ext. 825091

Amy Aragon Secretary II Contracts, Budget, Payroll [email protected]   (626) 974-7000 ext. 800087

Elsa Morales Secretary I SEIS, Transportation, DHH [email protected] (626) 974-7000 ext. 800091

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Mission and Guiding Values

To actively lead in research, teaching and service that promotes and advocates for the inclusion, belonging and equity of disabled individuals* within schools, communities, and society as a whole within our work and with future educators/ service providers. 

Guiding Values  

The guiding principles behind our decision-making:

• All individuals have the right to be acknowledged and valued as full members of the community that honor the diverse, intersecting identities that they hold including but not limited to, race, class, culture, gender, disability and language.
• We have a responsibility to consistently confront individual bias and advocate strongly for equity in acknowledgement of the historical and current inequities that exist in the systems including child care/ education/ service provision systems.
• There is a recognition that individuals’ experiences and ways in which they identify with disability are unique. In turn, a disabled individual’s support and services should be individualized, culturally-sustaining, collaborative, and interdisciplinary.
• The foundation of all instruction, support, and services should begin from a place of strength and assets, acknowledging an individual’s context/ ecosystem (e.g., their families, communities, schools, employment, etc.) and building from their values, priorities, and goals. 
• Educators and service providers require knowledge and skills to promote access and participation for individuals with disabilities within inclusive learning environments and provide high-quality, meaningful instruction that supports all individuals learning and development. 
• Educators and service providers require specialized expertise in facilitating the development of individualized learning goals for disabled individuals based on a wide range of support needs and disabilities across a lifespan

*Both identity-first and person-first language are used interchangeably with the awareness that language use regarding identity should be chosen by an individual, or in the case of young children, the family’s preference. 

The Department of Special Education was established in 1948 as the first such academic unit in the state of California. Dr. Leo Cain, the first department chair, played a lead role developing federal policy for Special Education as a member of the President's Committee. With Dr. Cain, five faculty members led the development of a variety of program areas: Leon Lassers, Jerry Rothstein, Priscilla Pittinger, Mable Whitehead, and Florence Henderson.

Through the decades, the Department provided leadership in the field with prominent faculty members in the areas of Inclusive Education, Visual Impairments, Early Childhood Special Education, Autism Spectrum Disorders, Transition To Work, Sign Language Assessment, Deafness, and Augmentative and Alternative Communication.

In 1967, San Francisco State College began the Joint Doctoral Program (Ph.D) in Special Education with the University of California, Berkeley. The Joint PhD Program was the first such program approved in the state of California by the Joint Graduate Board and is now in its fifth decade. The program provides the opportunity for faculty members to mentor doctoral students in research, program model development, and train future university academicians.

Now in its seventh decade, the Department of Special Education continues our commitment to professional preparation, research, and scholarship. Professional training is informed and enhanced by faculty who are leading researchers in their areas of specialization with a long history of successful funding through internal and external grants and contracts.

GCOE Statement of Purpose

The GCOE develops transformative and visionary educators, clinicians, and leaders for social justice, to effect change for good across the Bay Area and beyond, and to create an engaged, and productive democracy. Together we do the work necessary to understand and welcome all; to prepare equity-focused, caring, and highly skilled professionals; to identify and dismantle racist, ableist, and oppressive systems; and to build an equitable and accessible present and future. Read full statement here .

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Department Mission Statement 

The Mission of the JUHSD Special Education Department is to provide all students with equitable access to the general curriculum through the creation of student-centered Individualized Education Plans (IEPs) that honor student’s diverse learning needs. Through identification, direct services, consultation, and co-teaching, we promote the creation of quality learning environments that support all students to be successful.

Department Vision Statement

As a District that believes that inclusion is paramount to equity, the JUHSD Special Education Department’s Vision is to ensure all students have access to all aspects of the high school experience .  Our goal is that all students are served within the general education setting to the maximum extent.  We strive to ensure that JUHSD takes a student-centered , asset-based view of ability and supports the development of self-determined learners.

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Mission, Vision and Values

Our mission.

The School of Special Education, Leadership and Professional Studies cultivates the professional knowledge, skills, ethical values and dispositions necessary to thrive in a culturally diverse, technologically advanced and globally connected society.

The School of Special Education, Leadership and Professional Studies is committed to enhancing the learning and life experiences of all students, schools and communities and believes in the power, value and purpose of educators.

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47 Best Teacher Vision Statement Examples

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Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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A teacher vision statement ( often also called a mission statement ) is a statement that a teacher often puts within their teaching philosophy portfolio. This is often submitted in job applications to show your skills on a teaching resume .

It can also be a vision that a teacher sets for themselves at the beginning of their school year to motivate and guide them as they go about setting up their classroom culture.

Vision statements reveal the teacher’s personal values , teaching philosophy, and personal goals .

The following are a list of vision statement examples for teachers of all age groups: preschool, elementary, middle school, high school, and college students.

Teacher Vision Statement Examples

Preschool and kindergarten teachers.

My vision is to …

• …help children to develop the cognitive, language, physical and social skills required to succeed in their formative years.
• …create play-based learning environments where children can learn through different types of play .
• …help inspire students to develop the self-confidence required to succeed in school in the coming years.
• …promote a cooperative play environment where students learn not only from their teachers but each other.
• …develop a Montessori-inspired learning environment that is rich in resources and gives students the chance to learn through active play.
• …encourage engaged and creative minds through ongoing and daily student-centered active-learning lessons.
• …prepare students for big school by giving them the social and communication skills that they will require in the next stage of their lives.

Read Also: A List of School Mission and Vision Statement Examples

Elementary Teachers

• …support children as they discover and explore new ideas in a safe, welcoming classroom environment.
• …support children to become confident and capable members of society.
• …be an inspiring and empowering force in children’s lives so they are excited and motivated to learn.
• …help all children find a sense of purpose in their lives through education.
• …ensure all lessons are student-centered and differentiated so that all students get the support they need.
• …utilize humanist and socio-cultural principles so students can learn through discovery in safe and collaborative environments.
• …ensure assessment, pedagogy and curriculum are student-centered so that learning is always relevant to the lives of my students.
• …develop an inclusive classroom atmosphere in which all students learn to appreciate and respect the diversity in their class.
• …show all boys and girls that they can be anything they want to be if they put in the effort and have the mindset to achieve.
• …promote both hard and soft skills in my students, including STEM skills and important emotional skills such as compassion, resilience and work ethic.
• …give students the cross-curricular foundations for a successful life as active members of their chosen communities.

Read Also: A List of Teaching Philosophy Statement Examples

Middle School Teachers

• …raise kind, caring and compassionate young people with the skills to apply their values in their lives outside of school.
• …help young people find their passion and path in life.
• …ensure all children regardless of gender, race, ability or social class have the opportunity to succeed in my classrooms.
• …create a collaborative learning environment where students learn from and inspire one another.
• …develop a forward-looking, technologically enhanced, and motivating learning environment.
• …acknowledge and appropriately reward hard work and self-growth.
• …be a positive and constructive role model for all students who enter my classroom.
• …raise students with the thinking and learning skills that they require in order to continue to learn well after they have left my classroom.
• …inspire a lifelong love of learning by creating lessons that are exciting, authentic, engaging, and relevant to the lives of my students.
• …to create visible and real change in the lives of all students in my classroom, be it cognitive, social, or personal.

Read Also: A List of Education Slogans, Mottos and Taglines that Pop!

High School Teachers

• …help my students identify the passions that they will pursue in their final years of schooling and beyond.
• …help students to develop individuality as they near the time to go out into the world and serve their fellow citizens.
• …help students to develop important democratic values of youth citizenship , community and equality.
• …create the leaders of tomorrow with the skills required to succeed in the 21st Century .
• …facilitate a culture of learning and risk taking in a challenging yet safe educational setting.
• …set high expectations for all my students so they come to class engaged and excited to learn every day.
• …encourage critical thinking that enables students to become powerful and thoughtful leaders for their school and community.
• …prepare students for their next steps beyond high school, including in the workforce, their communities and their personal relationships.
• …develop resilient social actors who have the self-belief and skillset required to overcome challenges in life.
• …provide students with the academic foundations that will put them in good stead to achieve in college.

Read Also: 59 Core School Values Examples

College Professors

• …prepare students to be change makers in their professional workforces after graduation.
• …help students identify and solve the major challenges facing civilization in the coming decades.
• …encourage open minds and creative thinkers who will meet the challenges of their generation.
• …encourage college students to embrace enterprise, self-confidence, creativity and social justice in all their endeavors.
• …inspire free thinking and individualistic mindsets among students and teach them to be gamechangers in their chosen professions.
• …create a culture of innovation and inquiry and show students that they are powerful actors in society.
• …promote the virtues of scientific method, research and scholarly inquiry so students can bring important critical thinking skills to their pursuits outside of college.
• …inspire the minds of a generation.
• …cultivate partnerships between my students and industry so that they leave university with both workforce ready skills and the social capital required for gaining meaningful employment in their fields.

Read Also: Is Being a Teacher Worth It? (Why I Quit a Good Job)

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Final Thoughts

A teacher vision statement is an important document that shows what you value. It should reveal both your pedagogical skills and beliefs, and your personal values.

The above examples are one-sentence vision statements. You may wish to mix and match the above statements so you have a full-sentence statement of your vision. Or, underneath your one-sentence vision statement, provide a list of 3 – 5 aims that show how you will go about achieving your vision in the school year to come.

Good luck with your vision statement and (of course) with your teaching goals this year!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

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Department of Special Education

College of education, main navigation, our mission.

The MISSION of the Department of Special Education is to improve the quality of life of people with disabilities and their families by developing and disseminating essential skills, knowledge, and values through research, teaching, and service. 

Welcome Letter from the Department Chair

Our Shared Values

The primary outcome of research, teaching, and service is improving the quality of life of people with disabilities and their families.

Society is enriched by the involvement and participation of all backgrounds, including those with disabilities, as full members of the community.

Our primary consumers are the U of U special education students and the ultimate obligation is to people with disabilities and their families.

School districts, the State Board of Education, early intervention agencies, the Department of Health, and other community agencies are essential partners in improving the quality of life of people with disabilities.

It is vital to model collaboration in our research, teaching, and service.

The department has an obligation to sustain an atmosphere that supports the open communication of ideas, beliefs, and opinions.

Participatory decision-making involving students, faculty, and staff members.

Research, teaching, and service should be informed by the needs and perspectives of internal and external stakeholders.

Continual pursuit of excellence in research, teaching, and service.

Progress at all levels should establish high standards and provide individualized support to each student in meeting them.

Faculty, staff, and students have an obligation to base their research, teaching, and service on empirically validated practices, and on legal, professional, and ethical standards.

Faculty Commitment

To prepare competent professionals and citizen advocates to serve individuals with disabilities and their families.

To seek new knowledge that will lead to improvements in the education and lives of individuals with disabilities.

To impact research, policy, and practice at the university, local, state, and national levels.

Sample Personal Statement for Special Education Teacher

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program in special education. Variations of this personal statement got accepted at TUFTS and Boston College. Read this essay to understand what a top personal statement of a special education teacher should look like.

“Quo non Ascendam” – “to what heights can I not rise.” This is the motto of Ethiopia Aviation Academy, my Alma Meta, and my inspiration. Last year, while ascending Adams peak during a voluntary AIESEC internship at Colombo University, Sri Lanka, I saw a poor boy suffering from muscular dystrophy dangerously perched behind the railings at the corner of the tortuous path. “Excelsior,” my Australian, American, Lebanese, and Chinese comrades exhorted me to go on. But I was transfixed by the utter disparity I saw – was it right to give him a coin, or could I have done something else to change his destiny? How lucky I am to have everything on my plate.

My schooling was elite. However, I never disassociated myself from my disadvantaged peers with physical impairments. Every year my mother used to take me to a nearby nursing home (for children with disabilities) to celebrate my birthday. She did so purposefully so that I could count my blessing and be grateful for what I have. The wider gap between the haves and the have-nots became even more pronounced when I visited my native village in rural Ethiopia and interacted with children in our neighborhood. Sometimes I even felt guilty for having so much more than them. I pondered that to alleviate poverty and promote socio-economic development, I needed to provide easy access to education to the less fortunate. I believe this will give me tranquility and a realm of my own.

To become a valuable member of society, I decided to major in special education. Therefore, I enrolled at Bahir Dar University. In my senior year, I traveled to Augustana College (on Global U-GRAD Exchange Program) as a Cultural Ambassador and stayed there for six months. During this time, I gained exposure to the local culture and enhanced my English language and teaching skills. At Laura Wilder Elementary School, I taught courses to special children on how to become adaptive and sociable. Not only this, but I also organized “Ethiopia Day” festivities at Sioux Falls and gave a comprehensive lecture on the society and culture of Ethiopia. Post-presentation, a native exclaimed, “Thank you for showing us Ethiopia in a better way.” Upon my return to Ethiopia, I decided to redouble my efforts in imparting education after being motivated by the exposure at Augustana college.

During my junior year, I realized my life goals after opting to travel for an optional teaching internship with National Commission for Human Development in Swat, now famous for being the hometown of Malala Yousafzai. I worked towards the UN Millennium Development Goal, which envisages an educated society as a foundation for development. For four months, I designed and taught several courses in self-development, communication, and professionalism to women in rural communities. As a result, I felt a lot more empowered.

Subsequently, I became further predisposed to teaching special children. However, at the same time, I realized that I would need further education to achieve my lofty aim of making a more significant impact. While working on various projects involving wide-ranging education policy issues and theories, I was exposed to the benefits and limitations of the teaching sphere. Now, I want to expand my world and learn more so that I can ask better questions and be capable of adapting to the changing world. I believe everyone has a share in shaping the world (no matter how small or big), and by pursuing graduate studies in teaching methodologies, I will be able to provide a beneficial share to the world. It will also help me create the world that I want to live in.

As we neared Adams peak, we started bantering – our words echoed from the valley below. My fatigue disappeared as I witnessed the breathtaking sunrise – such are the fruits of accomplishment. The decent is always easier. I remember children always walking to school and running back home. As we descended, I saw the same disabled boy at the same place near the railing but with a much more satisfying look as his bowl was brimming with coins. I know brooding is not the answer, but he should have been in school. Wisdom lies in knowing what to do next. I know someday I want to be wholly immersed in teaching and formulating educational policies that will send all poor and disabled children to school and higher learning.

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NASET Professional Development Program (PDP)

NASET has always provided an online platform that supplied the resources required for Special Education Professional Development. Over the years, we have added numerous courses, lectures, PowerPoint presentations, resources and e-Publications. In fact, the sheer volume of content has reached a point where another approach to maximize the primary function of professional development was needed. From this need for a better layout to allow for easier access and use of our website for Professional Development we created the PDP. To learn more - Click here

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* Early Childhood Special Education Teacher - With more than 200 schools and 90,000 students, there’s an opportunity for everyone to find their place in DPS. We are proud of the achievements we’ve made and the ambition we have to continue improving public education, and although the work is big, no job is too small to make it count. To learn more- Click here

* Functional Life Skills Special Education Teacher - The successful candidate will demonstrate the enthusiastic ability to work with students who have a variety of needs and a diverse range of academic interests and skills, and who are from diverse backgrounds and cultures. To learn more- Click here

* Middle School Special Education Teacher - Grounded in our culture of rigor and love, our schools consistently outperform local districts academically, while also ensuring our scholars are developing in our PEAK values of perseverance, excellence, adventure, and kindness. To learn more- Click here

* Middle School Teacher - The fundamental purpose of Essex Valley School is to provide a therapeutic and academic environment that is designed to nurture the emotional, intellectual, behavioral, and social growth of each student so that they may become a future contributing leader in society. To learn more- Click here

* Special Education Teacher - The Structured Learning Center (SLC) is a specialized program where teachers focus on teaching functional academic skills to students in small classes with a high level of support. Each class typically has fewer than 20 students with a 4:1 student to adult ratio. The teaching follows approved curriculum, uses visual aids, structured routines, and modified lessons tailored to student needs. To learn more- Click here

* Associate Dean of Occupational & Life Skills - The Associate Dean provides instructional and administrative leadership for the Occupational & Life Skills program and directly supervises program faculty and staff. The Associate Dean role directs program operations, allocates resources, and is responsible for program results. To learn more- Click here

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Here's What NASET Has to Offer

Take a moment to review the various e-Publications, professional development and special education resources.

NASET is proud to offer its' members free access to one of the most extensive and comprehensive sources of Professional Development courses available today. With over 100 courses ranging from 1 to 3 hours each, NASET provides it's members the opportunity for over 100 hours of professional development included with your membership in NASET.

Professional Development Courses (101 courses) - Free with Membership!

Board certification in special education (b.c.s.e.).

Board Certification in Special Education establishes a much needed standard for professionals, across disciplines, who work with exceptional children.

IEP Information

NASET provides the multiple areas with valuable information about IEPs. From a ePublication IEP Components to mutlple articles resources, forms, NASET has a wealth of information for the special education professional.

NASET Special Educator e-Journal

The online Special Educator e-Journal is published monthly throughout the year and provides timely information on what's current in special education.

The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures

This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. All documents are available to view online or download as a PDF file for offline printing.

NASETs' Week in Review

NASET's Week in Review is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

NASET News Alerts

NASET News Alerts provide the latest special education news as it happens. News Alerts are emailed, posted and through RSS feeds.

This series provides NASET members with an in-depth look at the step-by-step process of assessing students for eligibility and educational placement in special education.

Lesser Known Disorders in Special Education Series

This series is devoted to lesser known disorders that you may encounter in special education. While not as prevalent as other disorders experienced by most special education teachers, you should be aware of these disorders in order to become more knowledgeable, and increase your ability to assist patents of children with these disorders if they should appear in your classroom or school. Each month we will present a list of 3 disorders that appear in the special education population. Some of these  disorders may contain subtypes which will also be presented.

The NASET LD Report is an education resource that provides NASET members with a comprehensive overview of learning disabilities.  The NASET LD Report covers many areas of study in the field of LD.

The Practical Teacher is a monthly education resource that provides NASET members with practical tools, strategies, and relevant information that they can use both in and outside of the classroom.

Parent Teacher Conference Handouts can be given at the end of parent teacher conferences to reinforce concepts and help parents better understand information discussed at the conference. New additions are added monthly.

The NASET RTI Roundtable is an educational resource that provides members with the latest information on RTI.

Autism Spectrum Disorder Series

The NASET Autism Spectrum Disorder Series is an education resource that  focused on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies.

Behavior Management Series

NASET’s Behavior Management Series is a unique guide for all teachers in helping to understand what their student’s behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom.

The Classroom Management Series provide teachers with practical guidelines covering a variety of topics and supportive information which may help improve their classroom.

Researched Based Journal in Special Education

A Journal of Research Based Articles in Special Education are provided courtesy of The Journal of the American Academy of Special Education Professionals ( JAASEP ). Each issue contains articles that are derived from multiple authors and are based upon the latest research in our profession.

This series is devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students.

NASET Q & A Corner

At NASET , we get many questions from our members about certain areas of interest.  The NASET Q & A Corner provides all members with the opportunities to have access to these questions, and more importantly, answers to them from professionals in the field.

This series is intended to provide teachers, related service personnel, administrators, and other individuals charged with assisting in the development of the paraprofessional workforce with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all students.

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